First and foremost when teaching young adults is to discover their passion. Whether or not the student is an oboe major or potential oboe major, a person’s passion is what defines them. As an oboe instructor, my passion is to encourage and develop their passion into a successful career in music. Sometimes a student will come in without knowing what their passions are. In such circumstances, it is important to begin covering the wide range of topics applicable and related to the oboe. If the student is motivated enough to take oboe lessons, there is obviously a reason. Once we discover this reason, the student can find their niche and flourish. My goal is to take this passion for music and for the oboe and use it to inspire all students to think creatively and inspire individuality.
One of the greatest ways to inspire this is through the great variety of oboe literature. Literature from other instruments may be adapted to the oboe as well. Some pieces have crossed over quite frequently, like the Clara Schumann Romances for violin. Where music does not exist in a particular style, it is a great idea to compose or commission one of your own. The oboe is one of the most versatile and vocal instruments, and there are no end to the possibilities or instrument combinations.
Another way to inspire is to use a variety of different teaching methods. In addition to articles, descriptions, metaphors, performance and anecdotes, I use physical objects in my teaching to demonstrate a concept. Empty water bottles for finger pressure, tennis balls on plastic circles for standing posture, grapes for note voicing and teeth spacing, balloons for air support and vibrato, and many more. Complex concepts reduced to a simple visual and physical demonstrations can bring that light of understanding into a student’s eyes. It is this ‘a-hah’ moment that is the most rewarding part of the teaching experience.
Reedmaking strategies can be difficult as there are literally thousands of variables to consider and because it takes hundreds of reeds made to become proficient. There are also hundreds of variations on style. I do not emphasize that the students must play on my reed style, however I highly encourage that they learn it, try it, and take from it those concepts that work for them.
Brian Vanderschaaf 